1
Professor, Department of Psychology, Lorestan University, Khorramabad, Iran
2
Ph.D student, Department of Psychology, Lorestan University, Khorramabad, Iran
10.22098/jsp.2026.20231.6479
Abstract
Objective: The aim of the present study was to examine the mediating role of time management in the relationship between academic self-efficacy and academic boredom among high school students in Khorramabad. Methods & Materials: This study was a descriptive correlational research design. The statistical population consisted of all high school students in Khorramabad during the 2025–2026 academic year, from which 680 students were selected through convenience sampling. The data collection instruments included the Academic Self-Efficacy Scale (Chemers et al., 2001), the Time Management Scale (Wang, 2010), and the Multidimensional State Boredom Scale (Fahlman et al., 2011). After collecting the necessary data, analyses were performed at two levels: descriptive (frequency, frequency percentage, mean, standard deviation, skewness, and kurtosis) and inferential (SEM) using SPSS-27 and AMOS-24 software. Results: The results of Pearson correlation analysis showed a significant correlation among academic self-efficacy, time management, and academic boredom. The standardized path coefficients indicated that the direct paths from academic self-efficacy to academic boredom (β = -0.169), from academic self-efficacy to time management (β = 0.593), and from time management to academic boredom (β = -0.688) were significant. Moreover, the Sobel test results revealed that the indirect relationship between academic self-efficacy and academic boredom through time management was statistically significant. Conclusion: Based on the findings, it can be concluded that enhancing academic self-efficacy, and consequently improving time management skills, plays a key role in reducing academic boredom among high school students. Strengthening these variables may lead to improved academic performance in students.
ghadampour, E. , Bahrami, E. and Emami Al Agha, S. (2026). The mediating role of Time Management in the Relationship between Academic Self-Efficacy and Boredom among high school students. Journal of School Psychology, 15(3), -. doi: 10.22098/jsp.2026.20231.6479
MLA
ghadampour, E. , , Bahrami, E. , and Emami Al Agha, S. . "The mediating role of Time Management in the Relationship between Academic Self-Efficacy and Boredom among high school students", Journal of School Psychology, 15, 3, 2026, -. doi: 10.22098/jsp.2026.20231.6479
HARVARD
ghadampour, E., Bahrami, E., Emami Al Agha, S. (2026). 'The mediating role of Time Management in the Relationship between Academic Self-Efficacy and Boredom among high school students', Journal of School Psychology, 15(3), pp. -. doi: 10.22098/jsp.2026.20231.6479
CHICAGO
E. ghadampour , E. Bahrami and S. Emami Al Agha, "The mediating role of Time Management in the Relationship between Academic Self-Efficacy and Boredom among high school students," Journal of School Psychology, 15 3 (2026): -, doi: 10.22098/jsp.2026.20231.6479
VANCOUVER
ghadampour, E., Bahrami, E., Emami Al Agha, S. The mediating role of Time Management in the Relationship between Academic Self-Efficacy and Boredom among high school students. Journal of School Psychology, 2026; 15(3): -. doi: 10.22098/jsp.2026.20231.6479
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